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Learning in a virtual environment
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Running HEAD: Introducing the Virtual 1
Introducing the Virtual Classroom
Michele KempEDU656
Dr. Nicole RunyonAugust 8, 2011
EDU656 August 2011
www.ThemeArt.-com
Introducing the Virtual Classroom
A
Hybrid
Learning
Environment
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Old School – Instructor-led Classroom
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What is theVirtual Classroom?
Synchronous computer-mediated learning environment with Facilities for visualization Instructor and participant audio Participant response via polling & chat, etc.Commonly used virtual classroom tools Adobe Acrobat Connect Professional Elluminate Live Meeting Web Ex
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New School – A Hybrid Environment
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What is the NewVirtual Classroom?
Instructor-led synchronous computer-me-diated learning environments with partic-ipants online, at the same time, in differ-ent locations
Hybrid of synchronous and asynchronous e-learning Also referred to as
Synchronous e-learningRemote instructor training
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New Virtual Classroom Technology Options
Real-time instructor lead virtual classroom
sessions are often recorded and can be viewed in an asynchronous mode via the com-puter. Provide access for two-way communica-
tion Participant interaction of various types
– audio, text, chat, pollingProjection of visuals – still, animated,
multi-media, slide shows, Breakout rooms for small group activi-
ties
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Synchronous Vs. Asynchronous Learning
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Comparison and Contrast of Synchro-nous and Asynchronous e-Learning
Synchronous e-Learning
• Computer–mediated learning• Nearest to classroom-style• Instructor-led• Real-time method• Participants engaged at same time in instructional event• Growing share of on-line train-
ing• Aka virtual classroom, remote
live training, remote instruc-tor-led training
Asynchronous e-Learn-ing• Instructional programs deliv-
ered on a computer• Web-based, self-paced, self-
study• Participants interact with
others via e-mail, online discussion groups and bulletin boards • Course material is available
when learner is ready• Requires frequent and rele-
vant interactions to sustain atten-tion and promote learning
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Advantages and Disadvantages of Synchronous e-Learning
Advantages
• Convenience, reduced travel time and costs
• Less time away from the job• Faster to develop / deploy
training • Higher completion rates than
self-study• Train a larger number at less
cost• Real-time interaction • Collaborative learning activi-
ties• 25% of all corporate training
Disadvantages
• More costly to develop• Technical challenges• Lack of interaction / engage-
ment• Multitasking• Possible teacher’s poor facilitation skills
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Advantages and Disadvantages ofAsynchronous e-Learning
Advantages
• Convenience, reduced travel time and costs
• Self-paced• Less mental load on learners• Screen real estate benefits
from relevant visuals• Comments archived / orga-
nized by discussion and date• Learner controls parameters
Time Location
Disadvantages
• Instructional programs deliv-ered on a computer
• Web-based, self-paced, self-study
• Participants interaction via e-mail and online discussion groups
• Course material available when
learner is ready• Requires frequent, relevant • interaction
To sustain attention To promote learning
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Features of the New Virtual Classroom
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Communication Instructor-Participants /Among Participants
Chat, Audio, Breakout Rooms
Promote Participant InteractionsPolling, White Board Tools
1
2
3
Display Visual Information White Board, Application Sharing, etc.
Features of the Virtual ClassroomThree Main Classes
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Features of the New Virtual Classroom
White board Largest part of computer screen real estate Project slides (instructor) Make annotations (instructor or participants)
Text Drawing tools
Polling buttons At top left of interface Allows participants to respond to multiple choice questions
Chat or direct messaging area Located below participant information window Instructor or participants can type messages
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More Features of the Virtual Classroom
Icons (like the clapping hands, or happy face) Under the participant information window Used by all to show responses to current proceedings in
the session
Audio window Lower-left-hand corner of the interface Participants with microphone and headset can converse
with group
Most synchronous e-learning technology software provides window
Show video clips Demonstrate computer applications Provide breakout rooms for small group access
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ReducedCosts
ReachMore
Learners
Deploy TrainingQuickly
ConsumeLessTime
CourseCompletion
Ensured
When to Use the Virtual Class-room
Real-TimeInteraction
VisualizationOf
Content
DeployTraining
Over Time
Computer App
Demo/Practice
ParticipantCollaboration
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Media effectiveness
Instructional components
Supporting learning processes
Learning in the New Virtual Class-room
Which Technology Is Best for Learning?
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Media Effectiveness
Media comparison results are consis-tentLearning results are equal regardless of delivery media Instructional components used to teach determine learningMeta-analysis or the recent synthesis of
media comparison research Online learning environment as effective as
traditional classroom Quality of online instruction is the key
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Instructional Components
Communication Modes – determines which mode to use; the smallest instructional com-ponent TextAudioGraphic
Instructional Methods – support essential learning processesDefinitionsExamplesDemosPractice
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Instructional Components
Instructional Architecture – four ba-sic
lesson or course design plansReceptive – delivers contentDirective – provide small amount
of information followed by examplesGuided Discovery – engage a
problem or goal as a conduit for learning
Exploratory – learner, research driven
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Four Instructional Architectures
Architec-ture
Features LearningAssump-
tions
Examples Best UsedFor
Receptive *Content delivery*Few interactive opportunities
*Passive absorption ofknowledge
*Some class- room lectures*A video
*Learners w/ prior con-tent knowledge*Building awareness*Briefings vs. skill build-ing
Directive *Short lessons*Frequent questions*Immediate feedback*Instructive learning
*Gradual > of knowledge*Progressive sequence of questions & feedback
*Programmed instruction*Much soft-ware training
*Teaching procedural skills*Teaching novice learners
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Four Instructional Architectures
Architec-ture
Features LearningAssump-
tions
Examples Best UsedFor
GuidedDiscovery
*Problem- or task – centered*Inductive learning*Learn from experi-ence*Instructors are coaches
*Authentic job problems fos-ter learning*Learning by experience*Mistakes are learning opportunities
*Problem-based learning*Case/sce-nario- based learn-ing
*Experi-enced learners*Principle- based tasks *Focus on problem- solving skills
Exploratory *High degree of learner control*Rich repository of instructional re-sources*Good navigation
*Learners should have many choices*Learners make best decisions about when & where to learn
*The Internet *Experi-enced learners*Self-di-rected learners*Diverse learning outcomes
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Which Instruction Components Work Best for Learning?
Best combination supports cooperation Working Memory
Center of conscious thoughts and processes Information capacity shaped by knowledge stored in long-term memory Separate storage areas for visual and audi-
tory information
Long-Term Memory Large capacity permanent storage of knowl-
edge Long-term memory relatively inert Serves as a repository
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Harnessing Learning Processes in the Virtual Classroom
Support attention Activate prior knowledge Manage cognitive load Construct new mental models Encourage transfer of learning Guide learning management Promote motivation
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References
Clark, R.C., Kwinn, A. (2007), Evidence-based
guidelines for synchronous e-learning – the new virtual classroom, John Wiley & Sons,
Inc., P. 3-41, 256, 260.Clark & Mayer (2008), E-learning and the science of instruction: proven guidelines for
consumers and designers of multime-dia
learning, P.7, 75.Horton, W. (2006), E-learning by design, John Wiley & Sons, Inc., P. 6, 495-530.